Invertebrates Inside and Out: Invert Dissections and Presentations
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
After studying organismal characteristics of specific invertebrate phyla using live organisms, students will have the opportunity to examine the organisms internally. Students will be dissecting 3 invertebrates each representing a different phyla, and set of characteristics. During the dissection students will be examining the form and function of specific organs and organ systems, as well as external anatomy. In order to share the results of the dissection with the entire class student groups will teach the other groups about their organism, using diagrams, and digital pictures. This lesson will take place over two class periods. During Day 5 students will perform the actual dissections, take pictures, and draw out the internal/external anatomy of their organism. On Day 6, the groups will present their findings to the class.
Opportunities to Learn:
Depth of Knowledge
DOK Level 3: Design own lab worksheet
DOK Level 3: Identify major organs and systems during dissection
DOK Level 3: Describe and Explain function of identified organs and systems
DOK Level 2: Teach classmates about groups dissected animal using student developed resources
Prerequisite Knowledge
Taxonomy basics (defining characteristics)
Invertebrate phyla descriptions
Lab safety techniques (to be refreshed anyway)
Environmental factors
Students will be dissecting 1 of the 3 organisms in groups of 2-3.
There will be multiple groups dissecting each organism and groups will combine all of their information collected on Day 6 in order to present together.
Each group will have been assigned a lab bench in order to keep the groups dissecting the same organism in close proximity to each other.
Materials
Invertebrate specimens (crayfish, squid, sea star) 3 of each
Gloves
Goggles
Lab Coats
Dissecting gear
Pans
Scissors
Scalpels
Probes
Pins
Dissection instruction sheets with diagrams (1 for each animal) given on Day 4
Students will develop their own data/observation gathering worksheet for use during the dissections.
Students will identify major organs and systems within a sea star, crayfish, or squid.
Students will describe and explain the function of major organs and systems identified.
Students will teach the anatomy of their dissected organisms to the class.
Instruction:
Opening:
Day 5:
Students are asked to take out their homework, which was to design the data sheet for their dissection during this class period.
Students needed to design the data sheet to prove that they have read the instructions and safety procedures of the lab.
If students do not have their data sheet prepared they will have to sit out the lab and construct their sheet. When students finish their data sheet they can join their lab groups.
While homework is being checked students will view a short video about lab safety techniques and tips. Students will discuss the lab safety procedures, as a class, after watching the video.
"What type of equipment safety techniques were in the video?
Scalpel safety, cut away from others etc.
"What other type of hazards, besides equipment, should you try to control in during the dissections? How would you attempt to control these hazards?"
Biological hazards, wear gloves, lab coat, goggles, wipe down lab bench, equipment with sanitizing liquid...etc.
Teacher will also outline proper disposal of organic material and the specimens themselves.
Hazardous materials bags/trash cans.
A couple of reminders...
According to the instruction sheet students should remove organs of interest and place them on a piece of white paper, and properly identify them. The paper should be left on the lab bench at the end of the class period for the teacher to inspect.
Students should keep in mind that they will have to present this information to the class the next day in class. Therefore, students should be keeping track of the organs and functions on their data sheet, as well as, drawing the organs and systems on their blank outline of the specimen sheet. Students also have the use of the digital camera in order to take "real" pictures of the organs and use them during their presentation tomorrow.
Day 6:
When students come in they will be instructed to immediately gather in their groups and begin discussing their presentations.
Students are given 30 minutes to discuss the presentations
Students will be offered supplies for their presentations (in addition to the usual markers, colored pencils etc.) such as:
Small pieces of poster paper
Use of the whiteboard
Use of the classroom computer and LCD projector to show digital pictures taken ( have been posted to teacher wikispace)
Engagement:
Day 5
Students are instructed to break off into their groups and assigned a lab bench.
Students should bring their instruction sheet, and created data sheet with them.
Students are instructed to put on their goggles, lab coats, and gloves.
Teacher will hand out blank specimen outline sheets, dissection kits, dissecting trays and specimens.
Students can begin the dissection.
Students can use the digital camera to take pictures of the organs and systems they wish to talk about during their presentation.
Students should also be drawing the organs and keeping track of the functions on their data sheets and blank specimen outline sheets.
Students should be removing the appropriate organs of interest and placing them on blank pieces of paper with the names of the organs identified. *Instructions for this are on the instruction sheet*
Students will leave this sheet out on the lab bench for the teacher to inspect.
Students are stopped 15 minutes early in order to clean up their lab stations and specimens.
Day 6
When the 30 minutes are up, students will be presenting to the class using whichever resources they have chosen to use.
Closure:
Day 5
Students are required to hand in the drawings they made using the blank specimen outline.
Teacher will make copies to distribute to the class during the group's presentation during the next class period.
Students are reminded that they will be presenting this material the next class period.
Students will be combining their resources with the other group who dissected the same organism for these presentations.
They will be given about 30 mins at the beginning of the next period to decide what will be presented, and organize their presentation format with the use of the pictures taken today.
Presentations will be about 10 mins for each group.
For homework students can begin thinking and discussing with their group members the important aspects of their specimen they wish to present to the class.
Students are given the presentation rubric so they know what is expected of their presentation to the class.
Day 6
The class is given an opportunity to ask questions of the teacher regarding what might have been misunderstood during presentations.
Students will receive homework Intro to Invasive reading.
Assessment:
Day 5
Homework,Create a data sheet, assessed for completeness
Invertebrates Inside and Out: Invert Dissections and Presentations
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
After studying organismal characteristics of specific invertebrate phyla using live organisms, students will have the opportunity to examine the organisms internally. Students will be dissecting 3 invertebrates each representing a different phyla, and set of characteristics. During the dissection students will be examining the form and function of specific organs and organ systems, as well as external anatomy. In order to share the results of the dissection with the entire class student groups will teach the other groups about their organism, using diagrams, and digital pictures. This lesson will take place over two class periods. During Day 5 students will perform the actual dissections, take pictures, and draw out the internal/external anatomy of their organism. On Day 6, the groups will present their findings to the class.Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Environmental factors
Materials
Objectives:
Instruction:
Opening:
Day 5:- "What type of equipment safety techniques were in the video?
- Scalpel safety, cut away from others etc.
- "What other type of hazards, besides equipment, should you try to control in during the dissections? How would you attempt to control these hazards?"
- Biological hazards, wear gloves, lab coat, goggles, wipe down lab bench, equipment with sanitizing liquid...etc.
- Teacher will also outline proper disposal of organic material and the specimens themselves.
- Hazardous materials bags/trash cans.
- A couple of reminders...
- According to the instruction sheet students should remove organs of interest and place them on a piece of white paper, and properly identify them. The paper should be left on the lab bench at the end of the class period for the teacher to inspect.
- Students should keep in mind that they will have to present this information to the class the next day in class. Therefore, students should be keeping track of the organs and functions on their data sheet, as well as, drawing the organs and systems on their blank outline of the specimen sheet. Students also have the use of the digital camera in order to take "real" pictures of the organs and use them during their presentation tomorrow.
Day 6:Engagement:
Day 5
Day 6
Closure:
Day 5
Day 6
Assessment:
Day 5- Homework,Create a data sheet, assessed for completeness
- Blank specimen outline sheet filled in by group
- Organs removed are properly identified
Day 6Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: